Shares the work of one college freshman class whose journal entries demonstrate how reader response can be a powerful metacognitive tool. (RS)

Uses the author's poems to illustrate the interrelationships among a poem's rhythm, lineation, and syntax. (MM)

Describes how the emotions surrounding death created a communion between a teacher and her class. Presents four poems, one written by the teacher, concerning the death of family members. (RS)

Describes a high school class discussion of Kathryn Byer's poem, "Cornwalking." Notes that this description serves as both a case study and a lesson plan. Observes that students can respond to modern poetry by telling their own stories and "puzzling" their way into meaning. (MM)

Presents a series of exercises aimed at helping students generate lines and ideas for their poetry. (MM)

Examines the work of West Indian poet Derek Walcott. Notes that although his poetry is intellectually and emotionally challenging (and therefore difficult to teach), he demands recognition as a significant contemporary poet. (MM)

Compares effects of three treatment conditions (direct instruction, tacit instruction, and no treatment) on high school students' interpretations of stable irony in poetry. Concludes that direct and tacit methods are statistically superior on several measures, and that no statistically significant differences exist between the direct and tacit…

Explores the problem of genre analysis as it pertains to modern American long poems, in particular to a new type of American long poem, the verse novel. (SR)

Suggests that the interplay between illustrative objectivity and artistic impression is nearly the same, in essence, in the imagery of poetry and in the imagery of painting. Discusses the nature and function of imagery in poetry and visual art. Describes the dilemma of attempting to convince students to "show" rather than…

Describes a young man who suffered multiple handicaps and cruel deprivations from birth, became a street person at an early age, and who, after a suicide attempt, responded well to intensive time-limited psychotherapy with a Zen approach. Includes his spontaneously written poetry which recorded his gradually reducing alienation. (SR)

Describes a teaching practice that uses oral communication, including popular language and poetry, for persons from non-English-speaking backgrounds. Focuses on the needs and interests of literacy learners at a time when rationalists, with demands for literacy skills for increased productivity, are influencing the shape of literacy programs.…

Discusses the use of poetry therapy, utilizing poems composed by the bereaved, as a creative vehicle in grief counseling with adolescents and young adults. Suggests additional strategies for those involved in the assimilation of the death of a parent. (SR)

Discusses the use of reading frames in teaching "The Waste Land" in India. Suggests that there is nothing more exciting in the classroom than a reading frame that affords correlated, intertextual recognitions. (RS)

Describes how creating a poem that focuses on memory, understanding, and emotion can lead to the construction of a meditative poem. States that poetry of meditation can be modified for use in almost any writing or literature classroom environment. (PA)

Presents an interview with children's poet J. Patrick Lewis. Discusses works in progress, his writing processes, his views on poetry, and his revision processes. (RS)